This course supports the College of Education and Special Education Program frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.

Required Texts and Readings:
(numbers correspond to the readings due indicated on course schedule)

Available at Campus Bookstore:
1. Ooserthoof, A. (1999). Developing and using classroom assessments. (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. (recommended text)

2. Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J. (1998). Assessment of at-risk and special needs children. (2nd ed.). Boston, MA: McGraw-Hill. (required text)

On Reserve at Zimmerman Library:
3. Baca, L., & de Valenzuela, J. S. (1996). Practical and theoretical considerations for the assessment of culturally and linguistically diverse students. Albuquerque, NM: Alliance 2000.

4. Bradley, D. F., & Calvin, M. B. (1998). Grading modified assignments: Equity or compromise? Teaching Exceptional Children, 31(2), 24-29. (group A only)

5. Christiansen, J., & Vogel, J. R. (1998). A decision model for grading students with disabilities. Teaching Exceptional Children, 31(2), 30-35. (group B only)

6. Elliot, S. N., Kratochwill, T. R., & Schulte, A. G. (1998). The assessment accommodation checklist. Teaching Exceptional Children, 31(2), 10-14. (group C only)

7. Erickson, R., Ysseldyke, J., Thurlow, M., & Elliot, J. (1989). Inclusive assessments and accountability systems. Teaching Exceptional Children, 31(2), 4-9. (group D only)

8. Gelfer, J. I., & Perkins, P. G. (1998). Portfolios: Focus on young children. Teaching Exceptional Children, 31(2), 44-47. (group E only)

9. Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1996). Models of curriculum-based assessment: A blueprint for learning. Austin, TX: PRO-ED.

10. Kearns, J. F., Kleinert, H. L., Clayton, J., Burdge, M., & Williams, R. (1998). Principal supports for inclusive assessment: A Kentucky story. Teaching Exceptional Children, 31(2), 16-23. (group F only)

11. Navarrete, C., & Gustke, C. (1996). A guide to performance assessment for linguistically diverse students. Albuquerque, NM: EAC West, New Mexico Highlands University.

12. Salend, S. J. (1998). Using portfolios to assess student performance. Teaching Exceptional Children, 31(2), 36-43. (group G only)

Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:
 

• understand that handicaps are a result of the interactions between individuals with disabilities and their environments;
• can align curriculum, instruction, and assessment;
• value and support multiple perspectives in issues facing individuals with exceptionalities and their families and communities;
• are able to enable the voices of all children, in all their intelligences;
• use instruction, materials, and management techniques specific to special education that are challenging, relevant, interesting, and involving, and that affirm the dignity and humanity of all children;
• work with and have the skills to work with individuals with exceptionalities and their families; and
• can integrate research and teaching, such that the students in this course are supported in their roles as teacher-researchers.

Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, discussion of readings, and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, less emphasis will be placed on quizzes and exams and more will rest on graded out-of-class assignments that rely on interpretation of course materials and development of library research skills and critical thinking. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester with appropriate documentation and the Learning Support Services Center (277-6670).

Specific Course Requirements:

• assessment critiques (2) 15 pts each/30 total
• assessment development activities: 10 pts each/20 total

All students will start off with the maximum total points possible (10) for class participation. Points will be deducted for conduct that is not conducive to learning and/or interferes with the learning of other students. Behaviors that are considered to interfere with learning (of the student him/herself or others) include: arriving to class unprepared, sleeping during class, lack of attention to instructor and/or other student when they are speaking, use of inappropriate or offensive language during class or in written class assignments, and lack of cooperation and respect for the instructor and peers during class discussions.

Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff.

Class Schedule:

DATE TOPIC(S) READING/ASSIGNMENT DUE

Jan. 25    Introduction no readings or assignments due

Feb. 1    Defining assessment Read: #1 (ch 1), 2 (ch 1)

Feb. 8    Psychometric criteria Read: #2 (chs 4 & 5) & #1 (ch 4)

Feb. 15    Problems with assessment Read: #2 (ch 2) & #3
                    Assessment Critique #1 due

Feb. 22    Assessment Procedures: Federal and State Read: #2 (ch 3) and handouts

March 1    Standardized tests Read: #1 (ch 17 all, and ch 10, A & B;
                    11, C; 12, D; 13, E; 14, F; and 15, G)

March 8    Alternative assessments: Interviews and Observations
                    Read: #2( ch 7) and Ysseldyke & Olsen. (#1, ch 11, also recommended)
                    Assessment Critique #2 due

March 15   No Class - UNM Spring Break

March 22     Local Assessment Procedures Read: #2 (ch 9)
                    *guest speaker: Jean Bratton, APS

March 29     Performance Assessment Read: #2 (ch 8), (#1, chs 12-13, recommended)
                     Assessment Interview due

April 5         Performance Assessment Read: #11
                    Clinical Observation due

April 12         Curriculum-Based Assessment Read: #2 (ch 6) & #9

April 19         To be announced (TBA)     Read: TBA
                        Assessment Development #1 due

April 26         Special issues     Read: #3, A; #5, B; #6, C; #7, D; #8, E;
                       (jigsaw activity) #10, F; #12, G.

May 3             Assessment for transition - Guest: Ginger Blalock     Read: TBA
                        Assessment Development #2 due

May 10    Final Exam: In-Class Portfolio Construction
 
 

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